A view from within: a case of innovation and faculty experience at one Midwestern college
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The topic of innovation in higher education has received increased discussion and attention in the public media and, to a lesser extent, the academic literature. The purpose of this qualitative instrumental case study was to provide insight and understanding of how faculty members at one Midwestern college define and label innovation in higher education. Viewed through a conceptual framework of mental models, analysis of the data leads to some important discoveries supporting what exists in the current literature but goes beyond in understanding individual reaction to innovation. Implications from the study highlight the positive value of innovation and how word choice can set the tone for receptivity to innovation, show context is critical to defining and understanding innovation, and how questioning with others what assumptions form the basis for innovation can lead to reflection and learning. Faculty may not be aware of how their assumptions and the situation limit their imagination and minimize their influence. Colleges interested in implementing innovation should give careful consideration to the context and perspective of their members.
Access is limited to the campuses of the University of Missouri.